| Summary: | This research analyses the role of the affective dimension in learning mathematics during secondary education. In particular, the evolution of motivation and beliefs according to the students’ academic level, as well as the relationship between these two factors. The sample consisted of 202 students from all four years of secondary education, whose motivation and beliefs about mathematics and learning mathematics were evaluated. Beliefs were grouped into three categories: related to the specific classroom context, to mathematics, and to oneself as a learner of this subject. The results obtained indicate lower motivation and less favourable beliefs in 3rd year. From the beliefs analysed, those regarding the classroom context, and more specifically the teachers, have obtained the largest effect size.
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